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Student centered and emotionally safe pedagogy is an attitude. It is not a handbook of tips and tricks, to help us survive our days. It is being physically and emotionally present when the student needs us. It is also thinking more about the process than the product. And in these classrooms the focus is in creating, not copying, no matter what the task is – this applies art as well as note taking!

Emotionally safe classrooms are flexible by their nature and they have rules that are consistent and justified. Ordering other people arbitrarily around is only a way to show your power over them. Being considerate is generally understood as a virtue, and showing the same politeness to children does not go without rewards. Treating students as individual human beings sounds like basic courtesy to me.

The central values of safety, co-operation, individuality, responsibility and building of realistic self image together create the foundation for an emotionally safe learning environment. Most often these values are expressed in the classrooms and discussed with the students. Ideally the wording of the rules is co-operationally created, and confirmed with the signatures of the teacher and students, and then posted on the wall for further reference.

Stress-free atmosphere is the first principle for creating an emotionally safe growing and learning environment. Creating the feeling of having enough time enables students to focus on their own learning instead of external factors that might disturb their concentration. Knowing that their thoughts and ideas are valued helps students think and express their thoughts more freely. More thinking equals more learning.

The one situation when most of us feel threatened or unsafe is while we are receiving feedback. In an emotionally safe classroom the feedback becomes a natural part of the learning process, and thus stops being scary. While utilizing students’ daily self-evaluation and teacher’s verbal comments, the feedback system actually becomes a tool for the students to control their own learning. This system also automatically holds students accountable for their own learning and helps them realize how much they already have learned.

[…] functioning on extrinsic motivation, and never engaging in the deep learning process. The learning environment (both physical and emotional) sets the tone for the learning experience. Students’ readiness […]